Entry requirements

A first-cycle degree comprising at least 180 ECTS credits or equivalent.

Main field

No main field of study

Progression level in relation to degree requirements

-

Course contents

The aim of the course is for the student to develop knowledge and pedagogical strategies to be able to teach about the global challenges of exceeding planetary boundaries and escalating climate change.

By combining scientific understanding with norm-critical perspectives, the course further aims for the course participants to develop their ability to communicate complex sustainability challenges while highlighting the importance of governance in shaping collective responses.

The course highlights how institutions, policies and other societal structures shape both measures to reduce the impact on the climate and strategies for adapting to climate change.

The course explores different pedagogical perspectives on and methods for teaching about climate and planetary boundaries across disciplinary boundaries.

Learning outcomes

After completing the course, student should be able to:

1. explain planetary boundaries and how the Earth's sustainability is threatened if these are exceeded, and discuss how interacting components in the climate system drive its change, as well as the role and impact of different social structures,

2. analyze how climate change affects human societies,

3. critically examine different pedagogical strategies on how to teach about planetary boundaries and climate change and how to deal with conflicting interests and common misconceptions in teaching,

4. design engaging teaching materials and teaching strategies by focusing on new and inclusive pedagogical perspectives to make complex sustainability topics accessible and relevant.

Learning activities

Seminars, lectures, group work and individual presentations.

There will be opportunities for feedback between course participants throughout the course through peer feedback.

Activities can be developed based on the course purpose and learning objectives in collaboration between course participants and teacher.

Assessment

All learning outcomes are examined through a written text that is presented and discussed during a seminar.

Alternative examination methods may be included in consultation with the examiner.

Grading criteria are announced by the course leader at the start of the course.

For all assessments, the basis must be such that individual performance can be distinguished.

Course literature

Maslin, Mark (2021). Climate Change: A Very Short Introduction. Open University Press. (156 pages)

Morrissey Gleeson, Emma & Morrissey, John (2024). Towards a fit-for-purpose climate change education: a systematic literature review identifying core principles and potential barriers. Environmental Education Research, 31(11), 2292-2345. doi.org/10.1080/13504622.2024.2416549 (53 pages)

Öhman, Johan & Östman, Leif (2023). Different teaching traditions in environmental and sustainability education. In: Van Poeck, Katrien, Östman, Leif & Öhman, Johan (red.). Sustainable development teaching: Ethical and political challenges, (70-83) Routledge. (13 pages)

Peer-reviewed articles will comprise additional literature, (max. 300 pages).

Course evaluation

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

Interim rules

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented. The syllabus is a translation of a Swedish source text.

Additional information

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.